This report responds to the California State Legislature request to examine the time needed to complete a doctoral degree and make recommendations relative to methods of increasing the rate of progress toward receiving doctoral degrees through the University of California without compromising the integrity of the academic process. The report…

This report presents information comparing the University of Hawaii Community Colleges (UHCC) to benchmark and peer-group institutions on selected financial measures. The primary data sources for this report were the Integrated Postsecondary Education Data System (IPEDS) Finance Survey for the 1995-1996 fiscal year and the IPEDS Fall Enrollment…

This study of degree completion followed a national cohort of students from 10th grade (in 1980) through 1993 (High School and Beyond/Sophomore data base). Data included high school and college transcripts, test scores, and surveys. Using linear regression techniques, the study identified a model that accounts for about 43 percent of the variance…

This paper examines some of the major problems and barriers faced by Hispanic/Latino youth who, despite high college enrollment rates, do not complete the four-year degree. An examination of five entering classes of Illinois college students found that only 30.2 percent of Hispanic students had completed their degrees at the end of four years,…

Since 1958, the National Research Council has gathered information on doctoral recipients. This information, available annually in data tape form to supplying institutions, offers an opportunity to improve understanding of progress toward the doctorate and the way it relates to discipline, finances, gender, and age. (Author/MSE)

There is no question that organization development (OD) scholars and practitioners are confronted with new and increasingly complex challenges in helping their clients cope with a tidal wave of continuous change. The questions they face today focus on the impact of leadership, technology, globalization, and the new generations entering the…

To determine the average time students take to complete an associate degree, certificate, or diploma, Harrisburg Area Community College (HACC), in Pennsylvania, conducted a study of all 944 students who graduated during the 1991-92 academic year. Data for the sample were gathered related to age, sex, grade point average, academic major, attendance…

This 27th annual report summarizes results of the 1992-93 Survey of Earned Doctorates, which collected data from graduates as they completed requirements for their doctoral degrees. The survey included 39,754 research and applied research doctorates in physical sciences, engineering, life sciences, social sciences, humanities, education, and other…

This report presents a summary of the 1989-90 results of the Survey of Earned Doctorates conducted each year since 1958. Organized into three sections, the report first presents an analysis of trends in the numbers of doctorate recipients including data with regard to fields, gender, citizenship status, time-to-degree, and post-graduation plans…

This 30th annual report summarizes results of the 1995-96 Survey of Earned Doctorates (SED), which collected data from graduates as they completed requirements for their doctoral degrees. The report notes the continued, but slowing, increase in research doctorates. Following an examination of general trends in the overall number of doctorates, the…

This document contains a comprehensive assessment institutional effectiveness at Santa Barbara City College (SBCC), California, during 2001-02. The report is divided into the following seven major areas related to SBCC's mission, function, and resources: (1) Student Learning; (2) Achievement and Development; (3) Student Outreach and Responsiveness…

Forty to sixty percent of students who begin doctorates in selective colleges and universities do not persist to graduation. Although numerous research studies have focused on doctoral attrition and persistence, there have been no systematic studies because, among other reasons, there are no nationwide databases on attrition as there are for…

Ways in which undergraduate education is changing in terms of student diversity, financing, and time required for graduation are discussed, and ways these changes affect academic advising are considered. It is suggested that colleges provide faculty advisors with specific training and make advising an official and evaluated aspect of faculty…

A study investigated differences in the length of time taken to earn a doctoral degree in three disciplines--chemistry, English, and psychology. The clearest findings emerged for psychology, where institutional variables affecting time to degree concerned faculty accessibility and department size. (Author/MSE)

A study of 154 recent graduates of York University (Ontario) doctoral programs in natural sciences, social sciences, and humanities investigated the relationship of gender, discipline, characteristics of the supervisory relationship, student financial situation, participation in teaching and research assistantships, and enrollment status to the…